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This article focuses on the role of user modeling
and semantic-enhanced representations for personalization. The
paper presents a generic Ontology-based User Modeling
framework (OntobUMf), its components and its associated user
modeling processes. This framework models the behavior of the
users and classifies its users according to their behavior. The user
ontology is the backbone of OntobUMf and has been designed
according to the Information Management System Learning
Information Package (IMS LIP). The user ontology includes a
behavior concept that extends IMS LIP specification and defines
characteristics of the users interacting with the system. Concrete
examples of how OntobUMf is used in the context of a
Knowledge Management System (KMS) are provided. The paper
discusses some of the implications of ontology-based user
modeling for semantic-enhanced Knowledge Management (KM),
and in particular for personal KM. The results of this research
may contribute to the development of other frameworks for
modeling user behavior, other semantic-enhanced user modeling
frameworks or other semantic-enhanced information systems.

Purpose – This paper discusses new approaches for managing personal knowledge in the
Web 2.0 era. We question whether Web 2.0 technologies (social software) are a real panacea
for the challenges associated with the management of knowledge. Can Web2.0 reconcile the
conflicting interests of managing organisational knowledge with personal objectives? Does
Web 2.0 enable a more effective way of sharing and managing knowledge at the personal
level?
Design /methodology/approach – Theoretically deductive with illustrative examples.
Findings – Web 2.0 plays a multifaceted role for communicating, collaborating, sharing and
managing knowledge. Web 2.0 enables a new model of PKM that includes formal and
informal communication, collaboration and social networking tools. This new PKM model
facilitates interaction, collaboration and knowledge exchanges on the web and in
organisations.
Practical implications – Based on these findings professionals and scholars will gain a better
understanding of the potential role of Web 2.0 technologies for harnessing and managing
personal knowledge. The paper provides concrete examples of how Web 2.0 tools are
currently used in organisations.
Originality/value – As Web 2.0 has become integrated in our day-to-day activities, there is a
need to further understand the relationship between Web 2.0 and Personal Knowledge
Management (PKM).

On the basis of a pilot study using speech recognition (SR) software, this paper attempts to illustrate the benefits of adopting an interdisciplinary approach in translation. It shows how the collaboration between phoneticians, translators and interpreters can (1) advance research (2) have implications for the curriculum (3) be pedagogically motivating and (4) prepare students for employing translation technology in their future practice as translators. In a two-phase study in which 14 MA students translated texts in three modalities (sight, written, and oral translation using an SR program), Translog was employed to measure task times. The quality of the products was assessed by three experienced translators, and the number and types of misrecognitions were identified by a phonetician. Results indicate that SR translation provides a potentially useful supplement to or alternative for written translation.

Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology) tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.